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[
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-
4]
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Facilitatin
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ea
ch
er
s
ar
e
cr
u
cial
f
o
r
th
e
s
u
cc
ess
o
f
SFC
p
ar
tn
er
s
h
ip
s
.
Sch
o
o
ls
m
ig
h
t
b
r
in
g
all
th
r
ee
s
p
h
er
es
o
f
in
f
lu
en
ce
clo
s
er
to
g
eth
er
b
y
c
o
n
d
u
ctin
g
h
ig
h
-
q
u
ality
co
m
m
u
n
icatio
n
s
an
d
i
n
ter
ac
tio
n
s
at
b
o
th
th
e
in
s
titu
tio
n
al
an
d
th
e
in
d
iv
id
u
al
lev
el
s
[
1
1
]
.
At
th
e
in
s
ti
tu
tio
n
al
lev
el,
s
c
h
o
o
ls
o
r
g
an
ize
ev
e
n
ts
an
d
in
v
ite
all
f
am
ilies
o
r
se
n
d
th
e
s
am
e
n
o
tific
atio
n
s
to
all
f
am
ilies
.
T
h
e
d
ialo
g
u
es
b
et
wee
n
p
ar
e
n
ts
an
d
teac
h
er
s
at
t
h
e
m
ee
tin
g
s
o
r
talk
b
y
p
h
o
n
e
ar
e
ex
am
p
les
at
th
e
in
d
iv
id
u
al
lev
el.
At
th
e
in
s
titu
tio
n
al
lev
el,
teac
h
er
s
a
r
e
im
p
licitly
o
n
b
eh
alf
o
f
s
ch
o
o
ls
to
in
ter
ac
t
d
ir
ec
tly
wi
th
p
ar
en
ts
.
B
esid
es,
teac
h
er
s
also
tr
an
s
m
it
s
tu
d
en
ts
'
an
d
f
a
m
ilies
'
f
ee
d
b
ac
k
to
s
ch
o
o
ls
.
T
ea
ch
er
s
d
ir
ec
tly
im
p
lem
en
t
m
o
r
al
e
d
u
ca
tio
n
th
r
o
u
g
h
at
th
e
in
d
iv
id
u
al
lev
el
f
o
r
m
al
ch
an
n
els
s
u
ch
as
th
e
n
atio
n
al
cu
r
r
icu
lu
m
an
d
a
r
e
m
o
r
al
ex
em
p
lar
s
f
o
r
s
tu
d
en
t
s
[
1
2
]
Ps
y
c
h
o
lo
g
y
s
af
ety
f
ac
ilit
ates
th
e
ef
f
ec
tiv
en
ess
o
f
lear
n
i
n
g
in
an
ed
u
ca
tio
n
al
en
v
ir
o
n
m
e
n
t
[
1
3
-
1
6
]
.
T
h
e
p
s
y
ch
o
lo
g
y
s
af
ety
in
an
e
d
u
ca
tio
n
al
en
v
ir
o
n
m
en
t
en
a
b
l
es
m
em
b
er
s
n
o
t
to
b
e
p
u
n
is
h
e
d
ev
en
f
o
r
n
eg
ativ
e
co
n
s
eq
u
en
ce
s
an
d
th
ey
ar
e
c
o
m
f
o
r
tab
le
in
s
u
c
h
en
v
ir
o
n
m
e
n
ts
[
1
6
]
.
T
ea
ch
e
r
s
o
f
ten
th
in
k
a
b
o
u
t
o
th
e
r
p
eo
p
le's
r
ea
ctio
n
s
wh
en
m
ak
in
g
a
d
ec
i
s
io
n
.
T
ea
ch
er
s
will
p
r
o
b
ab
ly
ab
an
d
o
n
th
e
ac
ts
th
at
m
ak
e
o
th
er
s
co
u
ld
cr
iticize
t
e
a
c
h
e
r
s
.
P
s
y
c
h
o
l
o
g
y
s
a
f
e
t
y
h
e
l
p
s
t
e
a
c
h
e
r
s
o
v
e
r
c
o
m
e
a
n
x
i
e
t
y
t
o
i
m
p
l
e
m
e
n
t
i
n
n
o
v
a
t
i
v
e
t
e
a
c
h
i
n
g
p
r
a
c
t
i
c
e
s
[
1
6
,
1
7
]
.
R
esear
ch
liter
at
u
r
e
d
escr
ib
es
th
at
teac
h
er
s
n
ee
d
to
f
ee
l
ad
e
q
u
ately
s
af
e
to
co
m
m
u
n
icate
co
n
f
id
en
t
ly
an
d
c
o
o
p
er
ate
e
f
f
ec
tiv
ely
with
f
am
ilies
,
s
ch
o
o
ls
,
an
d
co
m
m
u
n
ities
.
Swick
(
as
cited
in
[
1
8
]
)
n
o
ted
t
h
at
f
ee
lin
g
co
m
f
o
r
ta
b
le
an
d
s
ec
u
r
e
was
e
s
s
en
tial
to
h
av
e
au
th
en
tic,
m
ea
n
in
g
f
u
l,
an
d
g
r
o
wth
-
p
r
o
m
o
ti
n
g
co
m
m
u
n
icatio
n
s
to
em
p
o
wer
in
g
p
ar
t
n
er
s
h
ip
s
.
Ho
wev
er
,
in
r
ea
lity
,
m
an
y
tea
ch
er
s
d
o
n
o
t
f
ee
l
ad
e
q
u
ate
s
af
en
ess
.
T
h
e
f
o
llo
win
g
r
ea
s
o
n
s
ca
n
b
e
ex
p
lain
e
d
th
e
s
e
.
First,
wh
ile
th
e
m
o
d
el
o
f
SFC
p
ar
tn
er
s
h
i
p
s
is
s
tu
d
en
t
-
ce
n
ter
ed
[
1
1
]
,
th
er
e
wer
e
s
till
d
if
f
er
en
ce
s
in
g
o
als
an
d
ag
e
n
d
as
in
f
am
ilie
s
,
s
ch
o
o
ls
,
an
d
co
m
m
u
n
ity
p
ar
tn
er
s
h
i
p
s
[
1
9
]
.
C
o
n
s
eq
u
en
tly
,
f
am
ilies
,
s
ch
o
o
ls
,
an
d
co
m
m
u
n
ities
h
av
e
d
if
f
er
en
t
em
o
tio
n
s
an
d
ac
tio
n
s
.
Seco
n
d
,
t
ea
ch
e
r
s
wer
e
n
o
t
o
f
ten
f
ait
h
en
o
u
g
h
in
teac
h
er
s
'
s
elf
-
wo
r
th
th
at
lead
teac
h
er
s
to
b
e
s
tr
ag
g
l
e
to
h
a
v
e
p
o
s
itiv
e
r
elatio
n
s
h
ip
s
with
f
am
ilies
(
[
2
0
]
;
as
cited
in
[
1
9
]
).
T
h
ir
d
,
b
ased
o
n
teac
h
er
s
'
in
ter
v
iews
q
u
alitativ
e
an
aly
s
is
,
th
e
r
esear
ch
er
[
2
1
]
r
ea
lized
th
at
teac
h
er
s
co
n
ce
r
n
e
d
a
b
o
u
t
p
ar
en
ts
'
in
s
u
f
f
icien
t
attitu
d
e
to
c
o
n
d
u
ct
h
ig
h
-
q
u
ality
d
ialo
g
u
es.
B
o
th
in
ter
n
al
an
d
e
x
ter
n
al
f
ac
t
o
r
s
in
f
lu
en
ce
t
h
e
teac
h
er
s
'
f
ee
lin
g
o
f
s
af
e
n
ess
in
SF
C
p
ar
tn
er
s
h
ip
s
[
1
5
]
No
tab
ly
,
b
eh
a
v
io
r
s
ar
e
b
i
-
d
ir
e
ctio
n
with
en
v
ir
o
n
m
en
tal
in
f
lu
en
ce
s
an
d
p
er
s
o
n
al
f
ac
to
r
s
,
in
c
lu
d
in
g
attitu
d
e
a
n
d
p
ar
ticu
lar
f
ea
tu
r
es
[
2
2
]
.
T
h
e
r
e
ar
e
two
m
ain
k
in
d
s
o
f
elem
e
n
t
s
:
1
)
teac
h
e
r
s
'
b
ac
k
g
r
o
u
n
d
ch
a
r
ac
ter
is
tics
;
an
d
2
)
ac
tio
n
s
in
SF
C
p
ar
tn
er
s
h
ip
s
.
W
h
ile
teac
h
er
s
ar
e
v
ital
p
e
o
p
l
e
to
co
o
r
d
in
ate
f
am
ilies
,
s
ch
o
o
ls
,
an
d
c
o
m
m
u
n
ity
p
ar
tn
er
s
h
ip
s
,
th
e
i
n
s
ig
h
ts
o
f
t
ea
ch
er
s
'
f
ee
lin
g
o
f
s
af
en
ess
ar
e
b
ec
o
m
i
n
g
p
r
e
r
eq
u
is
ites
.
Fig
u
r
e
1
illu
s
tr
ates
th
e
f
ac
to
r
s
af
f
ec
t
in
g
teac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
in
s
ch
o
o
ls
,
f
a
m
ilies
,
an
d
co
m
m
u
n
ity
(
SF
C
)
p
ar
tn
er
s
h
ip
s
.
Geo
g
r
ap
h
y
s
ch
o
o
l
lo
ca
tio
n
s
,
t
ea
ch
in
g
e
x
p
er
ien
ce
s
,
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
s
,
a
n
d
s
ch
o
o
l
-
l
ev
els
ar
e
teac
h
er
s
'
b
ac
k
g
r
o
u
n
d
ch
a
r
ac
ter
is
tics
.
C
o
llab
o
r
ated
ac
tio
n
s
b
et
wee
n
teac
h
er
s
a
n
d
f
am
ilies
,
f
am
ilies
'
m
en
tal
en
co
u
r
a
g
em
en
t
f
o
r
teac
h
er
s
,
an
d
c
o
llab
o
r
ated
ac
tio
n
s
b
et
wee
n
f
am
ilies
an
d
co
m
m
u
n
it
ies
ar
e
ex
am
in
e
d
as
ac
tio
n
s
in
SF
C
p
ar
tn
e
r
s
h
ip
s
.
W
h
ile
m
an
y
teac
h
er
s
d
o
n
o
t
f
e
el
ad
eq
u
ate
s
af
en
ess
,
th
e
r
e
i
s
a
n
ee
d
to
ex
p
lo
r
e
f
ac
to
r
s
r
elate
d
t
o
teac
h
e
r
s
'
f
ee
lin
g
s
o
f
s
af
e
n
ess
.
W
h
ile
m
an
y
s
tu
d
ies
c
o
n
clu
d
e
d
th
at
p
s
y
ch
o
l
o
g
y
s
af
ety
s
ig
n
if
ican
tly
co
r
r
elate
d
with
teac
h
er
s
'
v
o
ices
[
1
3
,
1
5
,
1
6
]
,
a
f
ew
s
tu
d
ies
in
v
esti
g
ated
f
ac
t
o
r
s
th
at
co
u
ld
af
f
ec
t
teac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
.
T
h
e
r
esear
ch
er
[
1
6
]
c
o
n
f
ir
m
ed
eth
ical
lead
er
s
h
ip
w
o
u
ld
b
e
p
o
s
iti
v
ely
r
elate
d
to
p
s
y
ch
o
lo
g
ical
s
af
ety
.
Ho
wev
e
r
,
h
o
w
th
e
ac
tio
n
s
in
SF
C
p
ar
tn
er
s
h
ip
s
af
f
ec
t
teac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
h
as
n
o
t
b
ee
n
r
ev
ea
le
d
.
T
h
e
cu
r
r
e
n
t
s
tu
d
y
aim
s
to
r
ev
ea
l
th
e
f
ac
to
r
s
af
f
ec
tin
g
teac
h
e
r
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
in
SF
C
p
ar
tn
er
s
h
ip
s
,
in
clu
d
in
g
p
er
s
o
n
al
an
d
ex
ter
n
al
f
ac
to
r
s
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
ers
’
feelin
g
s
o
f sa
fen
ess
i
n
s
ch
o
o
l
-
fa
mily
-
co
mmu
n
ity
p
a
r
tn
ers
h
ip
s
…
(
N
g
u
ye
n
Th
i Ng
o
c
Lien
)
99
Fig
u
r
e
1
.
T
h
eo
r
etica
l f
r
a
m
ewo
r
k
f
o
r
teac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
in
SF
C
p
ar
tn
er
s
h
ip
s
2.
RE
S
E
ARCH
M
E
T
H
O
D
2
.
1
.
Rese
a
rc
h
des
ig
n
W
e
em
p
lo
y
ed
th
e
s
u
r
v
ey
r
ese
ar
ch
m
eth
o
d
o
lo
g
y
to
m
ea
s
u
r
e
teac
h
er
s
'
s
af
en
ess
in
SF
C
p
ar
tn
er
s
h
ip
s
in
m
o
r
al
ed
u
ca
tio
n
.
T
h
e
c
r
o
s
s
-
s
ec
tio
n
al
s
u
r
v
ey
was
u
tili
ze
d
to
an
aly
ze
r
elatio
n
s
b
etwe
en
v
ar
iab
les
an
d
th
e
d
if
f
er
en
ce
s
b
etwe
en
s
u
b
-
s
am
p
les
[
2
3
]
.
W
e
s
u
r
v
ey
ed
in
Ap
r
il
an
d
Ma
y
2
0
1
9
in
s
ev
en
ar
ea
s
f
r
o
m
th
e
No
r
th
to
So
u
th
Vietn
am
,
in
clu
d
i
n
g
u
r
b
an
ar
ea
s
,
r
u
r
al
ar
ea
s
,
a
n
d
h
ig
h
lan
d
s
.
W
e
d
ir
ec
tly
s
u
r
v
e
y
ed
t
ea
ch
er
s
at
teac
h
e
r
s
'
s
ch
o
o
ls
.
All c
o
llected
r
esp
o
n
s
es we
r
e
an
aly
ze
d
u
s
in
g
a
q
u
a
n
titativ
e
m
eth
o
d
to
a
d
d
r
ess
r
esear
ch
q
u
esti
o
n
s
.
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C
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0
1
;
.
0
6
;
a
n
d
1
4
,
th
at
is
a
s
m
all
ef
f
ec
t,
a
m
ed
i
u
m
ef
f
ec
t,
an
d
a
lar
g
e
ef
f
ec
t,
r
esp
ec
tiv
ely
.
All
o
f
t
h
e
an
al
y
s
es we
r
e
co
m
p
lete
d
u
s
in
g
SP
SS
2
0
.
T
h
e
s
ec
o
n
d
r
esear
ch
q
u
esti
o
n
was
ad
d
r
ess
ed
in
two
s
tep
s
.
Fi
r
s
t,
th
e
co
r
r
elatio
n
co
ef
f
icien
t
s
b
etwe
en
all
p
r
ed
icto
r
v
ar
ia
b
les
an
d
tea
ch
er
s
'
f
ee
lin
g
s
o
f
s
af
e
n
ess
wer
e
ca
lcu
lated
.
T
h
en
,
th
e
d
ir
ec
t m
u
ltip
le
r
eg
r
ess
io
n
s
wer
e
u
tili
ze
d
to
ex
am
in
e
th
e
p
r
ed
icto
r
v
a
r
iab
les
th
at
ar
e
m
o
s
t
s
u
itab
le
to
ex
p
lain
th
e
v
ar
ian
ce
o
f
teac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
in
SF
C
p
a
r
tn
er
s
h
ip
s
in
m
o
r
al
ed
u
ca
tio
n
.
W
e
co
n
s
tr
u
cted
th
r
ee
d
if
f
er
e
n
t
m
o
d
els
f
o
r
d
ir
ec
t
r
eg
r
ess
io
n
an
aly
s
es:
1
)
On
l
y
p
r
ed
ic
to
r
v
a
r
iab
les
r
ef
er
r
in
g
to
teac
h
er
s
'
p
er
s
o
n
al
b
ac
k
g
r
o
u
n
d
;
2
)
On
ly
p
r
ed
icto
r
v
ar
iab
les r
ef
er
r
i
n
g
to
SF
C
p
ar
t
n
er
s
h
ip
s
; a
n
d
3
)
Fu
ll
m
o
d
el
.
3.
RE
SU
L
T
S
A
ND
D
I
SCU
SS
I
O
N
3
.
1
.
T
ea
cher
s
' f
ee
lin
g
s
o
f
s
a
f
enes
s
in SFC
pa
rt
ners
hip
s
in m
o
ra
l e
du
ca
t
io
n
T
h
e
m
ea
n
o
f
ea
ch
d
o
m
ain
was
ca
lcu
lated
to
in
ter
p
r
et
o
v
er
all
teac
h
er
s
’
f
ee
lin
g
s
o
f
s
af
en
ess
(
M
=
4
.
2
6
,
SD
=
0
.
4
3
7
)
;
o
p
in
i
o
n
o
f
co
llab
o
r
ated
ac
tio
n
s
b
etwe
en
teac
h
e
r
s
an
d
f
am
ilies
(
M
=
3
.
9
5
,
SD
=
0
.
5
1
8
)
,
o
p
in
io
n
o
f
f
am
ilies
’
m
en
tal
en
co
u
r
a
g
em
en
t
f
o
r
teac
h
er
s
(
M
=
4
.
1
0
,
SD
=
0
.
4
9
5
)
,
an
d
o
p
in
io
n
o
f
c
o
l
lab
o
r
ated
ac
tio
n
s
b
etwe
en
f
am
ilies
an
d
co
m
m
u
n
ities
(
M
=
3
.
7
0
,
SD
=
0
.
7
4
8
)
.
T
h
e
b
o
x
p
lo
ts
b
elo
w
illu
s
tr
ate
th
e
d
is
tr
ib
u
tio
n
s
o
f
ea
ch
d
o
m
ain
as
s
h
o
wn
in
Fig
u
r
e
2
.
T
h
e
q
u
ar
tile
1
(
Q1
)
o
f
te
ac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
is
ab
o
u
t 4
.
2
5
.
I
n
o
th
er
wo
r
d
s
,
Vietn
am
ese
teac
h
er
s
f
elt
s
af
e
in
SF
C
p
ar
tn
er
s
h
ip
s
.
Similar
ly
,
th
e
Q1
s
o
f
two
d
o
m
ain
s
,
wh
ich
ar
e
t
h
e
o
p
in
io
n
o
f
co
lla
b
o
r
ated
ac
ti
o
n
s
b
etwe
en
te
ac
h
er
s
a
n
d
f
am
ilies
an
d
t
h
e
o
p
in
io
n
o
f
f
am
ilies
'
m
en
tal
en
co
u
r
a
g
em
en
t
f
o
r
teac
h
er
s
,
is
ar
o
u
n
d
4
.
0
0
.
Fo
r
o
p
i
n
io
n
ab
o
u
t
co
llab
o
r
ated
ac
tio
n
s
b
e
twee
n
f
am
ilies
an
d
co
m
m
u
n
ities
,
wh
ile
th
e
Q1
i
s
th
e
lo
west,
th
e
in
ter
q
u
ar
til
e
r
an
g
e
(
I
QR
)
is
th
e
b
ig
g
est.
On
e
ca
n
s
ay
th
at
Vietn
am
ese
t
ea
ch
er
s
h
ad
a
d
iv
er
s
ity
o
f
o
p
in
io
n
s
ab
o
u
t
co
llab
o
r
ated
ac
tio
n
s
b
et
wee
n
f
am
ilies
an
d
co
m
m
u
n
ities
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
ers
’
feelin
g
s
o
f sa
fen
ess
i
n
s
ch
o
o
l
-
fa
mily
-
co
mmu
n
ity
p
a
r
tn
ers
h
ip
s
…
(
N
g
u
ye
n
Th
i Ng
o
c
Lien
)
101
Fig
u
r
e
2
.
Dis
tr
ib
u
tio
n
o
f
ea
c
h
s
u
b
-
in
s
tr
u
m
en
t
3.
1.
1
.
Dif
f
er
ence
s
in t
ea
cher
s
' f
ee
lin
g
s
o
f
s
a
f
eness
ba
s
ed
o
n ba
ck
g
ro
un
d
cha
ra
ct
er
is
t
ics
W
e
u
tili
ze
d
o
n
e
-
w
ay
ANOV
As
an
d
th
e
p
o
s
t
-
h
o
c
c
o
m
p
ar
is
o
n
s
to
ex
am
in
e
wh
eth
e
r
th
er
e
is
an
y
d
if
f
er
en
ce
f
r
o
m
s
u
b
s
am
p
les'
f
ee
lin
g
s
o
f
s
af
en
ess
in
S
FC
p
a
r
tn
er
s
h
ip
s
.
T
ab
le
3
illu
s
tr
ates
th
e
m
ea
n
(
M)
an
d
s
tan
d
ar
d
d
e
v
iatio
n
(
SD)
o
f
ea
ch
g
r
o
u
p
.
T
h
e
p
o
s
t
h
o
c
c
o
m
p
ar
is
o
n
s
ar
e
s
h
o
wn
in
T
ab
le
4
.
U
r
b
an
teac
h
e
r
s
f
e
e
l
th
e
s
af
est
i
n
SF
C
p
ar
tn
er
s
h
ip
s
.
W
h
ile
u
r
b
an
teac
h
er
s
f
ee
l
s
af
est
co
m
p
ar
in
g
to
r
u
r
al
o
r
h
ig
h
lan
d
teac
h
e
r
s
,
s
tan
d
ar
d
d
ev
iatio
n
s
(
SDs
)
o
f
u
r
b
an
teac
h
er
s
ar
e
th
e
s
m
allest
.
Ur
b
an
teac
h
er
s
ar
e
less
d
iv
er
s
e
th
an
b
o
th
r
u
r
al
an
d
h
i
g
h
lan
d
teac
h
er
s
in
ter
m
s
o
f
f
ee
lin
g
s
af
e
in
SF
C
p
ar
tn
er
s
h
ip
s
.
T
h
e
o
n
e
-
wa
y
b
etwe
en
-
g
r
o
u
p
s
ANOV
A
was
co
n
d
u
cted
to
e
x
p
lo
r
e
d
if
f
er
en
ce
s
in
teac
h
e
r
s
'
f
ee
l
in
g
s
o
f
s
af
e
ty
in
SF
C
p
ar
t
n
er
s
h
ip
s
b
ased
o
n
d
em
o
g
r
a
p
h
ic
ca
te
g
o
r
ies.
T
h
e
r
e
wer
e
n
o
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
s
at
th
e
p
<
.
0
5
lev
el
am
o
n
g
g
eo
g
r
a
p
h
ic
g
r
o
u
p
s
.
I
n
co
n
tr
ast,
t
h
er
e
wer
e
s
tati
s
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
s
at
th
e
p
<
.
0
5
lev
el
am
o
n
g
teac
h
in
g
ex
p
er
ien
ce
g
r
o
u
p
s
(
F
(
2
,
3
6
8
)=
6.
9
,
p
=
.
0
0
1
)
;
ed
u
ca
tio
n
al
b
a
ck
g
r
o
u
n
d
g
r
o
u
p
s
(
F
(
2
,
368
)=
5
.
5
,
p
=
.
0
0
4
)
an
d
at
th
e
p<
.
0
0
1
lev
el
a
m
o
n
g
s
ch
o
o
l
-
lev
el
g
r
o
u
p
s
(
F
(
3
,
3
6
7
)=
1
0
.
0
).
E
x
p
e
r
ien
ce
d
teac
h
er
s
f
e
el
s
af
er
th
an
least
ex
p
er
ien
ce
d
teac
h
er
s
in
SF
C
p
ar
tn
er
s
h
ip
s
.
T
h
e
lo
wer
th
e
e
d
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
teac
h
e
r
s
h
av
e,
th
e
f
ewe
r
s
af
en
ess
teac
h
er
s
f
ee
l.
Prim
a
r
y
teac
h
er
s
f
ee
l
t
h
e
s
af
est
in
SF
C
p
ar
tn
er
s
h
ip
s
.
Ov
e
r
all,
tea
c
h
er
s
wh
o
h
a
v
e
m
or
e
th
an
2
0
teac
h
in
g
y
ea
r
s
o
r
d
eg
r
ee
s
o
f
ass
o
ciate
o
r
teac
h
i
n
p
r
im
ar
y
s
ch
o
o
ls
f
ee
l
s
af
est
in
SF
C
p
ar
tn
er
s
h
ip
s
.
B
ased
o
n
th
e
eta
s
q
u
a
r
ed
,
ac
tu
al
d
if
f
er
e
n
ce
s
in
m
ea
n
s
co
r
es
b
etwe
en
g
r
o
u
p
s
wer
e
s
m
a
ll
am
o
n
g
teac
h
in
g
ex
p
er
ien
ce
g
r
o
u
p
s
(
η
2
=
.0
4
)
a
n
d
ed
u
ca
tio
n
al
b
a
c
k
g
r
o
u
n
d
g
r
o
u
p
s
(
η
2
=
.
0
3
)
.
Me
an
wh
ile,
a
ctu
al
d
if
f
er
en
ce
s
in
m
ea
n
s
co
r
es b
etwe
en
g
r
o
u
p
s
wer
e
m
ed
iu
m
am
o
n
g
s
ch
o
o
l
-
l
ev
el
g
r
o
u
p
s
(
η
2
=
.
0
8
)
.
P
o
s
t
h
o
c
co
m
p
ar
is
o
n
s
u
s
in
g
th
e
T
u
k
ey
HSD
test
in
d
icate
d
th
at
th
er
e
w
as
s
tatis
tica
l
s
i
g
n
if
ican
ce
am
o
n
g
t
h
e
m
ea
n
s
co
r
es
am
o
n
g
teac
h
in
g
e
x
p
er
ien
ce
g
r
o
u
p
s
,
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
g
r
o
u
p
s
,
an
d
s
ch
o
o
l
-
lev
el
g
r
o
u
p
s
.
Fo
r
teac
h
in
g
e
x
p
er
ie
n
ce
s
g
r
o
u
p
s
,
th
e
m
ea
n
s
co
r
es
o
f
teac
h
er
s
h
a
v
in
g
m
o
r
e
th
an
2
0
ex
p
e
r
ien
ce
d
y
ea
r
s
(M
=
4
.
3
9
,
SD
=
0.
4
0
3
)
ar
e
s
tatis
tically
s
ig
n
if
ican
tly
h
ig
h
e
r
t
h
an
eith
er
teac
h
er
h
a
v
in
g
1
1
-
2
0
teac
h
in
g
y
ea
r
s
(M
=
4.
24
,
SD
=
0.
4
4
1
)
o
r
least e
x
p
er
ien
ce
d
teac
h
e
r
s
(M
=
4.
18
,
SD
=
0.
437
)
.
Fo
r
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
g
r
o
u
p
s
,
teac
h
er
s
h
o
ld
in
g
d
e
g
r
ee
s
o
f
as
s
o
ciate
(M
=
4.
51
,
SD
=
0.
3
6
6
)
h
av
e
s
tatis
tically
s
ig
n
if
ican
tly
h
ig
h
er
s
co
r
es
th
an
teac
h
er
s
h
o
ld
in
g
eith
e
r
b
ac
h
e
lo
r
(M
=
4.
25
,
SD
=
0.
4
3
2
)
o
r
p
o
s
t
-
g
r
ad
u
ate
ce
r
tific
atio
n
s
(M
=
4.
21
,
SD
=
0.
456
)
.
T
h
er
e
was
o
n
ly
n
o
s
tatis
ticall
y
s
ig
n
if
ican
t
d
if
f
er
e
n
ce
b
etwe
en
ju
n
io
r
an
d
s
en
io
r
h
ig
h
s
ch
o
o
l
teac
h
er
s
f
o
r
th
e
s
ch
o
o
l
-
lev
el
g
r
o
u
p
s
.
T
h
e
r
est
o
f
th
e
o
th
er
g
r
o
u
p
s
h
a
v
e
s
tatis
tically
s
ig
n
if
ican
t
d
if
f
er
en
ce
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co
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if
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ac
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n
t
all
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v
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m
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(
p
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p
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to
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p
ar
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s
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n
am
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r
ated
ac
tio
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s
b
etwe
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teac
h
er
s
an
d
f
am
ilies
,
f
am
ilies
'
m
en
tal
en
co
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r
ag
em
e
n
t
f
o
r
teac
h
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s
,
an
d
co
llab
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r
ated
ac
tio
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s
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f
am
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an
d
co
m
m
u
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ities
.
All
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o
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v
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tak
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to
th
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th
ir
d
m
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el
(
f
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ll m
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ased
o
n
p
r
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v
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s
a
n
aly
s
is
,
p
r
im
ar
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s
ch
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l
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s
,
m
o
r
e
th
an
2
0
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x
p
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ie
n
ce
-
y
ea
r
tea
ch
er
s
,
an
d
teac
h
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s
with
d
ip
lo
m
a
d
eg
r
ee
s
h
ad
th
e
s
tatis
tically
h
ig
h
est
s
af
ety
in
SF
C
p
ar
tn
er
s
h
ip
.
T
h
er
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o
r
e
,
th
e
th
r
ee
af
o
r
em
en
tio
n
ed
g
r
o
u
p
s
wer
e
s
et
as
r
ef
e
r
en
ce
g
r
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u
p
s
in
th
e
r
eg
r
ess
io
n
m
o
d
el.
B
esid
e
s
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th
e
teac
h
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r
s
in
h
ig
h
lan
d
wer
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s
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th
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r
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g
r
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p
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to
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lan
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teac
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s
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th
e
s
m
allest
s
a
m
p
le.
Fin
ally
,
th
er
e
ar
e
f
o
u
r
r
ef
er
en
ce
g
r
o
u
p
s
in
r
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r
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m
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T
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d
v
a
r
ian
ce
s
o
f
p
r
e
d
icto
r
v
ar
ia
b
les.
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les
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elate
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k
g
r
o
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n
d
ch
ar
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ter
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s
tically
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ig
n
if
ican
t
n
eg
ativ
e
r
elatio
n
s
h
ip
s
with
teac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
in
SF
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p
ar
tn
er
s
h
ip
s
.
T
h
e
b
ac
k
g
r
o
u
n
d
m
o
d
el
ac
co
u
n
ts
f
o
r
1
3
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%
o
f
th
e
v
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n
s
in
tea
ch
er
s
'
s
af
en
ess
in
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ar
tn
er
s
h
ip
s
.
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th
r
ee
v
ar
iab
l
es
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to
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p
ar
tn
er
s
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ip
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wer
e
s
tatis
tically
s
ig
n
if
ica
n
tly
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o
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itiv
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lin
k
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d
with
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er
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5
6
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ted
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o
r
in
th
e
p
ar
t
n
er
s
h
ip
m
o
d
el.
W
h
en
all
p
r
e
d
icto
r
v
ar
iab
l
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wer
e
tak
en
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ce
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n
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h
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f
ee
lin
g
s
o
f
s
af
en
ess
in
SF
C
p
ar
tn
er
s
h
ip
s
.
Fo
u
r
v
ar
iab
les
we
r
e
s
tatis
tically
s
ig
n
if
ican
tly
lin
k
ed
with
teac
h
e
r
s
'
s
af
en
ess
.
J
u
n
io
r
h
ig
h
s
ch
o
o
l
teac
h
er
s
an
d
co
n
tin
u
in
g
s
ch
o
o
l
teac
h
er
s
ar
e
co
n
s
tr
u
ctiv
ely
n
e
g
ativ
ely
co
n
n
ec
te
d
with
teac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
e
n
ess
.
T
h
e
n
e
g
ativ
e
co
r
r
elatio
n
s
in
d
icate
d
th
at
j
u
n
io
r
h
ig
h
s
c
h
o
o
l
teac
h
e
r
s
an
d
co
n
tin
u
in
g
s
ch
o
o
l
teac
h
e
r
s
h
a
d
lo
wer
s
af
en
ess
in
SF
C
p
ar
tn
er
s
h
ip
s
.
I
n
co
n
tr
ast,
co
llab
o
r
a
ted
ac
tio
n
s
b
etwe
en
teac
h
er
s
an
d
f
am
ilies
an
d
f
am
ilies
'
m
en
tal
en
co
u
r
ag
em
e
n
t
f
o
r
teac
h
e
r
s
wer
e
s
tatis
ti
ca
lly
s
ig
n
if
ican
tly
p
o
s
itiv
ely
lin
k
ed
with
teac
h
er
s
'
s
af
en
ess
.
I
n
o
th
er
wo
r
d
s
,
co
llab
o
r
ated
ac
tio
n
s
b
etwe
en
tea
ch
er
s
an
d
f
am
ilies
an
d
f
a
m
ilies
'
m
en
tal
en
co
u
r
a
g
em
en
t
f
o
r
teac
h
er
s
s
o
m
eh
o
w
lev
er
ag
ed
teac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
in
SF
C
p
ar
tn
er
s
h
ip
s
.
Acc
o
r
d
in
g
to
s
tan
d
ar
d
ized
b
eta
weig
h
ts
,
c
o
llab
o
r
ated
ac
tio
n
s
b
etwe
en
teac
h
e
r
s
an
d
f
am
ilies
h
ad
th
e
s
tr
o
n
g
est co
n
n
ec
tio
n
with
t
ea
ch
er
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
.
3
.
4
.
Viet
na
m
ese
t
ea
cher
s
' f
ee
lin
g
s
o
f
s
a
f
eness
in SFC
pa
rt
ner
s
hip
s
Ov
er
all,
Vietn
am
ese
teac
h
er
s
f
ee
l
s
af
e
in
SF
C
p
ar
tn
er
s
h
i
p
s
.
T
h
e
r
esear
c
h
er
s
[
1
3
,
1
6
]
co
n
clu
d
ed
th
e
p
o
s
itiv
e
r
elatio
n
s
h
ip
b
etwe
en
p
s
y
ch
o
lo
g
y
s
af
ety
an
d
teac
h
er
s
'
v
o
ice
-
T
h
e
r
esu
lts
o
f
th
e
cu
r
r
en
t
s
tu
d
y
d
r
awn
o
n
th
e
p
r
o
m
is
in
g
s
tatu
s
f
o
r
ef
f
ec
t
iv
e
m
o
r
al
ed
u
ca
tio
n
.
T
ea
ch
er
s
will
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v
er
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m
e
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x
iety
to
im
p
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en
t
in
n
o
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e
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f
o
r
th
e
im
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r
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en
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f
s
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o
o
ls
[
1
3
]
.
T
ea
ch
er
s
'
f
ee
lin
g
s
o
f
s
af
e
n
ess
in
SF
C
p
ar
tn
er
s
h
ip
s
f
ac
ilit
ate
co
llab
o
r
atio
n
s
a
m
o
n
g
th
r
ee
s
p
h
er
es
o
f
i
n
f
lu
en
ce
,
s
u
ch
as
co
n
f
id
en
tly
c
o
m
m
u
n
icatin
g
o
r
p
r
o
p
o
s
in
g
ef
f
ec
tiv
e
s
o
lu
tio
n
s
to
e
n
h
an
ce
th
e
q
u
al
ity
o
f
m
o
r
al
ed
u
ca
tio
n
.
I
n
ad
d
itio
n
,
teac
h
e
r
s
m
ig
h
t
s
tr
aig
h
tly
in
f
o
r
m
p
ar
en
ts
ab
o
u
t
ch
ild
r
en
'
s
p
r
o
b
lem
s
r
elate
d
to
m
o
r
ality
b
ec
au
s
e
p
ar
en
ts
f
r
eq
u
en
tly
e
x
h
ib
it
n
e
g
at
iv
e
f
ee
lin
g
s
wh
en
p
ar
en
ts
f
ac
et
t
h
e
u
n
f
av
o
r
ab
le
o
f
th
eir
c
h
ild
r
en
[
2
0
]
.
B
an
d
u
r
a
[
2
6
]
in
d
icate
d
th
e
b
i
-
d
ir
e
ctio
n
al
c
o
n
n
ec
tio
n
b
etwe
en
p
er
s
o
n
al
f
ac
to
r
s
,
b
e
h
av
io
r
s
,
an
d
en
v
ir
o
n
m
en
tal
i
n
f
lu
en
ce
s
.
T
ea
c
h
er
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
in
SF
C
p
ar
tn
er
s
h
ip
s
p
lay
cr
itical
r
o
les in
ed
u
ca
tin
g
m
o
r
al
s
u
cc
ess
f
u
l
ly
.
3
.
5
.
T
he
diff
er
ence
s
i
n
t
ea
cher
s
'
f
ee
lin
g
s
o
f
s
a
f
eness
in
SFC
p
a
rt
nersh
ips
a
m
o
ng
t
ea
cher
s
'
ba
ck
g
r
o
un
d
cha
ra
ct
er
is
t
ics
T
h
er
e
wer
e
n
o
s
tatis
tically
s
i
g
n
if
ican
t
d
if
f
er
en
ce
s
at
th
e
p
<.
0
5
lev
el
am
o
n
g
g
eo
g
r
a
p
h
ic
g
r
o
u
p
s
in
teac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
in
SF
C
p
ar
tn
er
s
h
ip
s
.
All
ed
u
ca
tio
n
p
o
licies
ar
e
u
n
if
ied
in
th
e
wh
o
le
o
f
Vietn
am
.
T
h
e
Vi
etn
am
m
in
is
tr
y
o
f
ed
u
ca
tio
n
an
d
t
r
ain
in
g
(
MO
E
T
)
r
ig
o
r
o
u
s
ly
c
o
n
tr
o
ls
all
tr
ain
in
g
p
r
o
g
r
am
s
f
o
r
b
o
th
p
r
e
-
s
er
v
ice
an
d
in
-
s
er
v
ice
tea
ch
er
s
.
Mo
s
t
o
f
th
e
d
ir
ec
tiv
e
d
o
cu
m
en
ts
o
f
MO
E
T
a
r
e
n
o
t
r
eg
io
n
al
d
if
f
er
en
ce
s
.
T
h
er
ef
o
r
e,
eith
er
th
e
ad
v
an
ta
g
es
o
r
d
is
ad
v
an
tag
es
o
f
p
o
lic
ies
an
d
p
r
o
g
r
am
s
ar
e
u
n
if
ie
d
in
u
r
b
an
,
r
u
r
al,
an
d
h
ig
h
lan
d
ar
ea
s
.
C
o
n
f
u
cian
cu
ltu
r
e
af
f
ec
ts
s
o
ciety
.
E
v
en
th
o
u
g
h
C
o
n
f
u
cian
tr
ad
itio
n
m
a
y
h
av
e
ch
an
g
ed
in
ex
p
r
ess
io
n
,
th
e
f
o
u
n
d
atio
n
is
s
ettled
p
o
wer
f
u
l
in
p
r
esen
t
-
d
ay
Vietn
am
ese
life
[
2
7
]
.
Ho
n
o
r
teac
h
er
s
an
d
r
esp
ec
tin
g
h
is
teac
h
in
g
'
to
n
s
u
tr
o
n
g
d
a
o
'
(
r
esp
ec
tf
u
l
m
o
n
k
)
is
o
n
e
o
f
th
e
ten
ets
in
C
o
n
f
u
cian
is
m
.
I
n
o
th
e
r
wo
r
d
s
,
n
o
m
atter
wh
er
e
teac
h
er
s
liv
e,
teac
h
er
s
s
till
ar
e
s
tr
o
n
g
ly
r
esp
ec
ted
.
So
m
e
h
o
w,
th
e
h
o
n
o
r
to
teac
h
er
s
m
ak
es tea
ch
er
s
s
af
er
in
s
tr
aig
h
t
ly
d
is
cu
s
s
in
g
th
e
co
o
r
d
in
atio
n
o
f
s
ch
o
o
ls
,
f
a
m
ilies
,
an
d
co
m
m
u
n
ities
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
Tea
ch
ers
’
feelin
g
s
o
f sa
fen
ess
i
n
s
ch
o
o
l
-
fa
mily
-
co
mmu
n
ity
p
a
r
tn
ers
h
ip
s
…
(
N
g
u
ye
n
Th
i Ng
o
c
Lien
)
105
Ov
er
all,
th
e
m
o
r
e
ex
p
er
ien
ce
d
in
teac
h
in
g
,
th
e
s
af
e
r
in
SF
C
p
ar
tn
er
s
h
ip
s
.
E
x
p
er
ien
ce
d
t
ea
ch
er
s
ar
e
m
o
r
e
s
elf
-
ef
f
icac
y
[
2
6
]
.
W
h
e
n
teac
h
er
s
h
av
e
m
o
r
e
teac
h
i
n
g
y
ea
r
s
,
teac
h
er
s
h
av
e
n
o
t
o
n
l
y
m
o
r
e
m
aster
y
ex
p
er
ien
ce
s
b
u
t
also
v
icar
io
u
s
ex
p
er
ien
ce
s
.
T
ea
ch
er
s
d
ir
ec
tly
ex
p
er
ien
ce
o
r
lear
n
f
r
o
m
o
th
er
teac
h
e
r
s
in
co
o
r
d
in
atin
g
SF
C
p
ar
tn
er
s
h
ip
s
.
C
o
n
s
eq
u
en
tly
,
it
is
r
ea
s
o
n
a
b
l
e
th
at
th
e
m
o
r
e
ex
p
e
r
ien
ce
d
te
ac
h
er
s
f
ee
l
s
af
er
in
SF
C
p
ar
tn
er
s
h
ip
s
.
B
esid
es
,
f
r
o
m
th
e
C
o
n
f
u
cian
tr
ad
itio
n
,
r
e
latio
n
s
h
ip
s
in
s
o
ciety
ar
e
alwa
y
s
h
ier
ar
ch
ical
[
7
]
.
T
h
e
v
o
ices
o
f
eld
er
ly
p
eo
p
le
m
ak
e
m
o
r
e
s
en
s
e.
T
h
e
l
ea
s
t
ex
p
er
ien
ce
d
teac
h
e
r
s
f
e
el
in
s
ec
u
r
e
ab
o
u
t
u
n
co
n
f
id
en
t in
m
ak
in
g
d
ec
is
io
n
s
in
SF
C
p
ar
tn
er
s
h
ip
s
.
C
o
n
s
eq
u
en
tly
,
it
is
p
r
o
b
lem
at
ic
h
o
w
to
f
ac
ilit
ate
least
ex
p
er
ien
ce
d
teac
h
e
r
s
to
b
e
s
af
er
an
d
m
o
r
e
co
n
f
id
en
t
in
SF
C
p
ar
tn
er
s
h
ip
s
.
Fan
ti
lli
an
d
Mc
Do
u
g
all
[
2
8
]
p
o
in
ted
o
u
t
th
at
th
e
least
e
x
p
er
ien
ce
d
teac
h
er
s
f
ac
ed
ch
allen
g
es
wh
en
c
o
m
m
u
n
icatin
g
with
s
tu
d
e
n
ts
'
f
am
ili
es,
s
tem
m
in
g
f
r
o
m
s
en
tim
en
ts
o
f
in
s
ec
u
r
ity
.
Su
c
h
d
if
f
icu
lties
ar
e
e
x
ac
er
b
ated
w
h
en
least
ex
p
er
ien
ce
d
teac
h
er
s
in
"c
o
m
m
u
n
ities
ch
ar
ac
ter
iz
ed
b
y
v
o
ca
l
an
d
/o
r
d
em
an
d
in
g
p
ar
e
n
t
g
r
o
u
p
s
[
2
8
]
.
T
h
e
n
ee
d
s
o
f
p
r
o
g
r
am
,
p
o
licies,
m
en
to
r
s
f
o
r
least
ex
p
er
ien
ce
d
teac
h
er
s
em
er
g
ed
s
o
th
at
least
ex
p
er
ien
ce
d
teac
h
er
s
ar
e
s
u
p
p
o
r
te
d
k
n
o
wled
g
e
a
n
d
s
k
ills
to
co
o
r
d
in
ate
in
SF
C
p
ar
tn
er
s
h
ip
s
.
T
h
e
r
esu
lts
s
h
o
w
th
at
p
r
im
ar
y
teac
h
er
s
f
ee
l
th
e
s
af
est
in
SF
C
p
ar
tn
er
s
h
ip
s
.
C
o
m
p
ar
in
g
to
ju
n
io
r
an
d
s
en
io
r
h
ig
h
s
ch
o
o
ls
,
p
ar
en
ts
tak
e
m
o
r
e
ca
r
e
o
f
s
tu
d
en
ts
.
I
n
p
r
im
ar
y
s
ch
o
o
ls
,
f
am
ilies
h
av
e
m
o
r
e
o
p
p
o
r
tu
n
ities
to
m
ee
t
a
n
d
d
is
cu
s
s
s
tu
d
en
ts
'
cu
r
r
en
t
s
tatu
s
b
ec
au
s
e
f
am
ilie
s
h
av
e
t
o
g
o
to
th
e
s
ch
o
o
ls
to
tak
e
ch
ild
r
en
d
ay
b
y
d
ay
.
T
h
e
f
r
eq
u
en
t
c
o
n
v
e
r
s
atio
n
s
lead
teac
h
er
s
to
b
e
m
o
r
e
co
n
f
id
en
t
a
n
d
f
am
iliar
with
f
am
il
ies
to
h
av
e
ef
f
ec
tiv
e
SF
C
p
ar
tn
er
s
h
i
p
s
.
B
esid
es,
p
r
im
ar
y
s
tu
d
e
n
ts
o
b
ey
m
o
r
e
f
r
eq
u
e
n
tly
t
h
an
j
u
n
i
o
r
an
d
s
en
io
r
h
ig
h
s
ch
o
o
l
s
tu
d
en
ts
.
I
n
ju
n
io
r
an
d
s
en
io
r
h
i
g
h
s
ch
o
o
ls
,
en
ab
li
n
g
s
tu
d
en
ts
to
a
h
ig
h
ed
u
ca
t
io
n
lev
el
b
ec
o
m
es
m
ain
ly
r
ath
e
r
th
an
s
o
cial
r
elat
io
n
s
h
i
ps
[
2
9
]
.
T
h
e
in
ter
ac
tio
n
s
am
o
n
g
SF
C
p
ar
tn
er
s
h
ip
s
a
r
e
less
im
p
o
r
tan
t
th
an
s
tu
d
en
ts
'
lear
n
in
g
o
u
tc
o
m
es.
Aca
d
em
ic
lea
r
n
in
g
o
u
tco
m
es
ar
e
th
e
m
o
s
t
im
p
o
r
tan
t.
I
n
ad
d
itio
n
,
eth
ical
lead
er
s
h
ip
s
th
at
s
tr
o
n
g
ly
af
f
ec
t
teac
h
er
s
'
f
ee
lin
g
o
f
s
af
en
ess
ar
e
d
if
f
er
en
t
in
s
c
h
o
o
l
le
v
els
[
1
6
]
.
T
h
e
r
esear
ch
er
[
1
6
]
c
o
n
clu
d
ed
th
at
lead
e
r
s
p
l
ay
an
im
p
o
r
tan
t r
o
le
in
cr
ea
tin
g
a
clim
ate
o
f
s
af
et
y
an
d
et
h
ical
cu
ltu
r
e.
I
n
co
n
tr
ast
to
p
r
im
ar
y
s
ch
o
o
l
teac
h
er
s
,
teac
h
e
r
s
in
c
o
n
tin
u
in
g
s
ch
o
o
ls
f
e
e
l
th
e
least
s
af
e
in
SF
C
p
ar
tn
er
s
h
ip
s
.
I
n
th
e
Vietn
am
co
n
tex
t,
m
o
s
t
o
f
th
e
s
tu
d
e
n
ts
in
co
n
tin
u
in
g
s
ch
o
o
ls
h
a
v
e
lo
wer
lear
n
in
g
ac
h
iev
em
en
t
an
d
/
o
r
attitu
d
e
th
an
s
tu
d
en
ts
in
s
en
io
r
h
ig
h
s
c
h
o
o
ls
.
M
o
s
t
o
f
th
e
s
tu
d
en
ts
in
co
n
tin
u
in
g
s
ch
o
o
ls
d
o
n
o
t
p
er
s
u
a
d
e
h
a
v
in
g
h
ig
h
er
ed
u
ca
tio
n
s
.
I
n
o
t
h
er
wo
r
d
s
,
s
tu
d
en
t
s
in
c
o
n
tin
u
i
n
g
s
ch
o
o
ls
h
av
e
less
m
o
tiv
atio
n
in
lear
n
in
g
an
d
en
h
an
cin
g
attitu
d
e.
B
esid
es,
in
co
n
tin
u
in
g
s
ch
o
o
ls
,
p
ar
e
n
ts
an
d
s
o
ciety
h
av
e
less
atten
tio
n
th
an
o
th
er
s
ch
o
o
ls
.
T
ea
ch
er
s
in
co
n
tin
u
in
g
s
ch
o
o
ls
h
av
e
m
a
n
y
b
a
r
r
ier
s
to
co
o
r
d
in
ate
i
n
SF
C
p
ar
tn
er
s
h
ip
s
.
No
tab
ly
,
wh
ile
s
tu
d
en
ts
in
co
n
tin
u
in
g
s
ch
o
o
ls
s
h
o
u
ld
b
e
atten
d
ed
to
ed
u
ca
tin
g
m
o
r
al,
teac
h
er
s
in
co
n
ti
n
u
in
g
s
ch
o
o
ls
f
ee
l
th
e
least
s
af
e
in
S
FC
p
ar
tn
er
s
h
ip
s
.
T
h
e
q
u
esti
o
n
is
r
aised
o
n
h
o
w
to
in
s
p
ir
e
co
n
tin
u
in
g
s
ch
o
o
l te
ac
h
e
r
s
to
co
o
r
d
in
ate
i
n
SF
C
p
ar
tn
er
s
h
ip
s
well.
3
.
6
.
T
he
pred
ict
o
r
v
a
ria
bles
o
f
t
e
a
cher
s
' f
ee
lin
g
s
o
f
s
a
f
eness
i
n SFC
pa
rt
nersh
i
ps
T
h
e
s
en
io
r
h
i
g
h
s
ch
o
o
l
teac
h
er
s
an
d
co
n
tin
u
in
g
s
ch
o
o
l
t
ea
ch
er
s
h
ad
n
e
g
ativ
e
co
r
r
ela
tio
n
s
with
teac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
in
SF
C
p
ar
tn
er
s
h
ip
in
b
o
t
h
th
e
b
ac
k
g
r
o
u
n
d
a
n
d
f
u
ll
m
o
d
els.
Var
iab
les
r
elate
d
to
s
ch
o
o
l
-
lev
el
s
tr
o
n
g
ly
af
f
ec
ted
teac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
in
SF
C
p
ar
tn
er
s
h
ip
s
.
I
n
o
th
er
wo
r
d
s
,
to
le
v
er
ag
e
teac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
en
es
s
in
SF
C
p
ar
tn
er
s
h
ip
s
,
m
o
r
al
ed
u
ca
tio
n
s
h
o
u
l
d
b
e
s
p
ec
ialized
f
o
r
ea
ch
s
ch
o
o
l
-
lev
el.
E
s
p
ec
ially
f
o
r
co
n
tin
u
i
n
g
s
ch
o
o
ls
,
ty
p
ical
m
o
r
al
ed
u
c
atio
n
is
ess
en
tia
l.
No
tab
le,
m
o
r
al
ed
u
ca
tio
n
is
th
e
b
r
o
ad
te
r
m
th
at
is
b
ey
o
n
d
t
h
e
f
o
r
m
al
m
o
r
al
ed
u
ca
tio
n
in
tex
t
b
o
o
k
s
.
I
n
th
e
f
u
ll
m
o
d
el,
w
h
en
h
a
v
in
g
v
ar
iab
les
r
elate
d
to
SF
C
p
ar
tn
er
s
h
ip
s
'
ac
tio
n
s
,
th
e
ef
f
ec
ts
o
f
teac
h
in
g
y
ea
r
s
an
d
ed
u
ca
tio
n
al
b
ac
k
g
r
o
u
n
d
s
s
o
m
eh
o
w
d
is
ap
p
ea
r
ed
.
I
n
ter
esti
n
g
ly
,
m
an
y
r
e
s
ea
r
ch
er
s
in
d
icate
d
th
at
s
u
ch
v
ar
iab
les
s
tr
o
n
g
l
y
af
f
ec
t
teac
h
er
s
'
attitu
d
es
in
ed
u
ca
tio
n
.
T
h
at
m
ea
n
s
c
o
llab
o
r
ated
ac
tio
n
s
b
etwe
en
teac
h
er
s
an
d
f
am
ilies
,
f
am
ilies
'
m
en
tal
en
co
u
r
a
g
em
en
t
f
o
r
teac
h
er
s
,
an
d
co
llab
o
r
ated
ac
tio
n
s
b
et
wee
n
f
am
ilies
an
d
co
m
m
u
n
ities
m
ain
ly
af
f
ec
t
te
ac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
i
n
SF
C
p
ar
tn
er
s
h
ip
s
.
W
h
ile
r
ap
id
tech
n
o
lo
g
ical
d
ev
elo
p
m
e
n
ts
f
ac
ilit
ate
co
m
m
u
n
icatio
n
s
an
d
in
f
o
r
m
atio
n
ex
ch
a
n
g
e,
f
ac
e
-
to
-
f
ac
e
m
ee
tin
g
s
b
etwe
en
teac
h
er
s
an
d
f
am
ilies
ar
e
v
alu
ab
le
to
le
v
er
ag
e
s
y
m
p
ath
y
an
d
c
o
llab
o
r
a
te
ef
f
ec
tiv
ely
[
3
0
]
.
Sin
ce
I
Q
R
o
f
s
u
b
-
in
s
tr
u
m
en
t
4
is
th
e
b
ig
g
est,
an
d
th
e
m
e
an
o
f
s
u
b
-
in
s
tr
u
m
en
t
4
is
th
e
lo
west,
teac
h
er
s
h
av
e
a
d
iv
er
s
ity
o
f
v
iews
o
f
co
llab
o
r
ated
ac
tio
n
s
b
etwe
en
f
am
ilies
an
d
co
m
m
u
n
ities
.
T
h
at
ca
lls
f
o
r
f
u
r
th
er
r
esear
c
h
to
ex
am
in
e
wh
et
h
er
co
llab
o
r
ated
ac
tio
n
s
b
etwe
en
f
am
ilies
an
d
co
m
m
u
n
ities
h
av
e
n
o
t
b
ee
n
ef
f
ec
tiv
e
o
r
tea
ch
er
s
h
av
e
n
o
t
h
a
d
ad
eq
u
ate
v
iews
o
n
c
o
llab
o
r
ated
ac
tio
n
s
b
etwe
en
f
am
ili
es
an
d
co
m
m
u
n
ities
.
Fo
r
e
x
am
p
le,
ef
f
ec
tiv
e
co
llab
o
r
atio
n
s
d
e
m
an
d
t
h
e
s
y
n
ch
r
o
n
o
u
s
g
o
als an
d
p
u
r
p
o
s
e
a
m
o
n
g
SF
C
p
ar
tn
er
s
h
ip
s
[
3
1
]
.
3
.
7
.
T
he
pra
ct
ica
l im
pli
ca
t
io
n t
o
lev
er
a
g
e
t
e
a
cher
s
' m
o
t
iv
a
t
io
ns
C
o
llab
o
r
ated
ac
tio
n
s
b
etwe
en
s
ch
o
o
ls
an
d
f
am
ilies
an
d
f
am
il
ies
'
m
en
tal
en
co
u
r
ag
em
e
n
t
h
i
g
h
ly
af
f
ec
t
teac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
ety
in
SF
C
p
ar
tn
er
s
h
ip
s
in
b
o
th
t
h
e
SF
C
p
ar
tn
er
s
h
ip
m
o
d
el
a
n
d
th
e
f
u
ll
m
o
d
el
.
E
s
p
ec
ially
,
ac
tio
n
s
b
etwe
en
s
ch
o
o
ls
an
d
f
am
ilies
h
av
e
th
e
b
ig
g
est
b
eta
weig
h
t
in
b
o
th
th
e
SF
C
p
ar
tn
er
s
h
ip
m
o
d
el
a
n
d
th
e
f
u
ll
m
o
d
el
.
T
o
r
ein
f
o
r
ce
teac
h
e
r
s
'
f
ee
lin
g
s
o
f
s
af
ety
in
SF
C
p
ar
tn
er
s
h
ip
s
,
p
r
ac
tical
im
p
licatio
n
s
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
1
,
Ma
r
ch
2
0
2
1
:
9
7
-
1
0
7
106
s
u
ch
as
co
n
f
er
en
ce
m
ee
tin
g
s
o
r
wo
r
k
s
h
o
p
s
p
lay
im
p
o
r
tan
t
r
o
les.
Su
ch
p
r
ac
tical
im
p
lic
atio
n
s
ar
e
f
r
ien
d
ly
s
p
ac
es
f
o
r
ef
f
ec
tiv
e
in
ter
ac
tio
n
b
etwe
en
teac
h
e
r
s
an
d
p
ar
e
n
ts
.
B
esid
es,
p
ar
en
ts
an
d
teac
h
er
s
will
b
e
s
h
r
ed
an
d
u
n
d
er
s
to
o
d
to
m
ak
e
a
s
u
s
tain
a
b
le
r
elatio
n
s
h
ip
in
ed
u
ca
tin
g
s
tu
d
en
ts
.
B
ein
g
tr
u
s
ted
an
d
s
h
a
r
ed
h
elp
s
teac
h
er
s
to
b
e
m
o
tiv
ated
i
n
th
e
b
etter
m
en
t
o
f
m
o
r
al
ed
u
ca
tio
n
.
No
tab
ly
,
th
e
r
esear
ch
e
r
s
[
3
2
,
3
3
]
ass
ess
ed
p
a
r
en
tal
in
v
o
lv
em
e
n
t
in
s
tu
d
en
ts
'
p
er
f
o
r
m
an
ce
.
Par
en
tal
in
v
o
lv
em
e
n
t
p
o
s
itiv
ely
af
f
ec
ts
b
o
th
tea
ch
er
s
an
d
s
tu
d
en
ts
.
Ho
wev
er
,
p
ar
e
n
tal
in
v
o
lv
em
e
n
t
in
ed
u
ca
tio
n
s
till
h
as
o
b
s
tacle
s
o
r
d
if
f
icu
lties
s
u
ch
as
la
ck
o
f
tim
e,
lack
o
f
co
n
f
id
en
ce
in
th
e
e
d
u
ca
tio
n
al
s
y
s
t
em
,
o
r
h
o
s
tile a
ttit
u
d
e
[
3
4
]
.
B
r
o
ad
ly
,
s
ch
o
o
l
cu
ltu
r
e
s
h
o
u
ld
b
e
b
u
ilt
to
s
tr
o
n
g
s
h
ar
e
d
eth
ical
im
p
licatio
n
s
th
at
ca
n
s
u
s
tain
teac
h
er
s
'
m
o
r
al
ed
u
ca
ti
o
n
i
n
v
o
lv
em
en
t
[
3
5
]
.
No
wad
a
y
s
,
s
tu
d
en
ts
co
m
e
f
r
o
m
d
i
v
er
s
e
f
am
ili
es
wh
o
d
if
f
er
f
r
o
m
s
o
cial
e
co
n
o
m
ics
an
d
cu
l
tu
r
al
o
r
ac
ad
em
ic
b
ac
k
g
r
o
u
n
d
[
3
6
]
.
Me
an
wh
ile,
teac
h
er
s
f
elt
u
n
p
r
ep
ar
e
d
to
co
llab
o
r
ate
with
s
tu
d
en
ts
'
f
am
ilies
ef
f
ec
tiv
ely
[
3
7
]
.
W
h
ile
f
am
ily
en
g
a
g
em
en
ts
an
d
s
u
p
p
o
r
ts
ar
e
ess
en
tial
to
h
elp
s
tu
d
e
n
ts
ac
h
iev
e
ac
ad
em
ic
k
n
o
wled
g
e
a
n
d
s
o
cial
s
k
ill
s
s
u
cc
ess
f
u
lly
,
ed
u
ca
to
r
s
,
ad
m
in
is
tr
ato
r
s
n
ee
d
t
o
k
n
o
w
h
o
w
to
in
ter
ac
t
ef
f
ec
tiv
ely
with
teac
h
er
s
a
n
d
f
am
ilies
to
co
n
tr
ib
u
te
t
o
th
e
ec
o
s
y
s
tem
s
o
f
m
o
r
al
ed
u
ca
tio
n
.
B
ased
o
n
ef
f
ec
tiv
e
p
ar
tn
er
s
h
ip
s
,
teac
h
er
s
will g
et
m
o
r
e
m
o
tiv
atio
n
.
4.
CO
NCLU
SI
O
N
W
h
ile
m
o
r
al
ed
u
ca
tio
n
is
n
o
t
l
o
ca
ted
in
th
e
m
o
r
al
s
u
b
ject
p
e
r
s
e
,
SF
C
p
ar
tn
er
s
h
ip
s
'
o
p
er
ati
o
n
p
la
y
s
a
cr
itical
r
o
le.
T
o
h
av
e
g
r
ea
t
co
o
r
d
in
atio
n
,
teac
h
er
s
,
ad
m
in
is
tr
ato
r
s
,
an
d
p
a
r
en
ts
n
ee
d
to
k
n
o
w
h
o
w
to
co
m
m
u
n
icate
in
p
o
s
itiv
e
way
s
th
at
b
u
ild
m
u
tu
al
r
esp
ec
t
,
tr
u
s
t,
an
d
ap
p
r
ec
iatio
n
o
f
ea
ch
o
th
er
.
Ag
ai
n
,
teac
h
er
s
'
f
ee
lin
g
s
o
f
s
af
en
ess
in
SF
C
p
ar
tn
er
s
h
ip
s
ar
e
th
e
p
r
e
r
eq
u
is
ite
to
h
av
e
s
u
s
tain
ab
le
c
o
llab
o
r
atio
n
s
.
T
h
e
s
im
p
le
r
an
d
o
m
s
am
p
lin
g
co
u
ld
b
e
o
n
e
o
f
th
e
wea
k
n
e
s
s
es
in
th
is
s
tu
d
y
wh
en
th
e
s
am
p
le
was
tak
en
in
m
an
y
Viet
n
a
m
r
eg
io
n
s
.
Ho
wev
er
,
th
is
cu
r
r
en
t stu
d
y
h
as im
p
o
r
tan
t r
esu
lts
in
ex
p
lo
r
in
g
an
d
en
h
an
cin
g
teac
h
er
s
'
f
ee
lin
g
o
f
s
af
en
ess
in
SF
C
p
ar
tn
er
s
h
ip
s
.
T
o
h
av
e
ef
f
ec
tiv
e
m
o
r
al
ed
u
ca
tio
n
,
to
g
et
h
er
with
ch
an
g
es in
m
o
r
al
cu
r
r
icu
l
u
m
an
d
tex
t
b
o
o
k
s
,
ch
an
g
es
in
teac
h
er
s
'
p
r
ep
ar
atio
n
s
an
d
d
ev
elo
p
m
en
t
ar
e
ess
en
tially
cr
ea
ted
.
T
h
e
teac
h
er
ev
alu
ated
th
at
t
h
e
in
s
titu
tio
n
'
s
co
v
er
ag
e
was
in
ad
eq
u
ate
an
d
th
at
teac
h
e
r
s
'
g
r
ad
u
ates
wer
e
u
n
p
r
e
p
ar
ed
to
wo
r
k
ef
f
ec
tiv
e
ly
with
s
tu
d
en
ts
'
f
am
ilie
s
in
th
e
s
ch
o
o
ls
th
ey
ar
e
p
lace
d
in
.
T
h
e
ed
u
ca
ti
on
u
n
iv
er
s
ities
n
ee
d
to
h
av
e
tr
a
in
in
g
co
u
r
s
es
to
s
u
p
p
ly
ac
ad
em
ic
k
n
o
wled
g
e
an
d
s
k
ills
to
co
llab
o
r
ate
with
f
am
ilies
,
s
ch
o
o
ls
,
an
d
co
m
m
u
n
ities
.
B
esid
es,
co
llab
o
r
at
iv
e
ac
tio
n
s
b
etwe
en
teac
h
er
s
an
d
f
am
ilies
an
d
f
am
ilies
'
m
en
tal
en
co
u
r
ag
em
e
n
t f
o
r
teac
h
er
s
s
h
o
u
l
d
r
ein
f
o
r
c
e
teac
h
er
s
'
s
af
ety
f
ee
lin
g
s
in
SF
C
p
ar
tn
er
s
h
ip
s
.
ACK
NO
WL
E
DG
E
M
E
NT
S
T
h
is
wo
r
k
was
s
u
p
p
o
r
te
d
b
y
th
e
Min
is
tr
y
o
f
E
d
u
ca
tio
n
a
n
d
T
r
ain
in
g
(
MO
E
T
)
,
Vietn
am
,
u
n
d
e
r
th
e
g
r
an
t
n
u
m
b
er
KHGD
/1
6
-
2
0
.
D
T
.
0
2
4
,
"
Mo
d
el
o
f
Fam
ily
-
Sch
o
o
l
-
So
ciety
p
ar
tn
e
r
s
h
ip
o
n
m
o
r
al,
life
s
ty
le
ed
u
ca
tio
n
f
o
r
f
u
lf
illed
o
f
r
e
q
u
ir
em
en
t
o
f
n
atio
n
in
n
o
v
atio
n
an
d
in
te
r
n
atio
n
al
i
n
teg
r
atio
n
"
o
f
Ha
n
o
i
n
atio
n
al
u
n
iv
er
s
ity
o
f
ed
u
ca
tio
n
(
HNUE
)
.
RE
F
E
R
E
NC
E
S
[1
]
J.
C.
v
a
n
d
e
r
K
o
o
i
j,
D.
J.
d
e
R
u
y
t
e
r,
a
n
d
S
.
M
ie
d
e
m
a
,
“
Th
e
i
n
flu
e
n
c
e
o
f
m
o
ra
l
e
d
u
c
a
ti
o
n
o
n
t
h
e
p
e
rs
o
n
a
l
w
o
rld
v
iew
o
f
stu
d
e
n
ts,”
J
o
u
rn
a
l
o
f
M
o
ra
l
Ed
u
c
a
ti
o
n
,
v
o
l.
4
4
,
n
o
.
3
,
p
p
.
3
4
6
-
3
6
3
,
2
0
1
5
.
[2
]
S
.
F
risa
n
c
h
o
a
n
d
G
.
E.
De
lg
a
d
o
,
“
M
o
ra
l
e
d
u
c
a
ti
o
n
a
s
in
terc
u
lt
u
ra
l
m
o
ra
l
e
d
u
c
a
ti
o
n
,
”
In
ter
c
u
lt
u
ra
l
E
d
u
c
a
t
io
n
,
v
o
l.
2
9
,
n
o
.
1
,
p
p
.
1
8
-
3
9
,
2
0
1
8
.
[3
]
J.
R.
Re
st,
M
.
J.
Be
b
e
a
u
,
a
n
d
D.
Na
v
a
re
z
,
“
Be
y
o
n
d
th
e
P
r
o
m
ise
:
A
P
e
rsp
e
c
ti
v
e
o
n
Re
se
a
rc
h
in
M
o
ra
l
Ed
u
c
a
ti
o
n
,
”
Ed
u
c
a
ti
o
n
a
l
Res
e
a
rc
h
e
r,
v
o
l.
2
8
,
n
o
.
4
,
p
p
.
1
8
-
2
6
,
1
9
9
9
.
[4
]
J.
S
c
h
u
it
e
m
a
,
G
.
Ten
Da
m
,
a
n
d
W.
Ve
u
g
e
lers
,
“
Tea
c
h
in
g
stra
teg
ies
fo
r
m
o
ra
l
e
d
u
c
a
ti
o
n
:
A
re
v
ie
w,”
J
o
u
rn
a
l
o
f
Cu
rr
icu
lu
m
S
tu
d
ies
,
v
o
l.
4
0
,
n
o
.
1
,
p
p
.
6
9
-
8
9
,
2
0
0
8
.
[5
]
C.
Ve
n
g
a
d
a
sa
lam
,
W.
Ha
sm
a
h
,
W.
M
a
m
a
t,
a
n
d
F
.
M
a
il
,
“
Do
m
a
in
Ap
p
r
o
a
c
h
:
An
Altern
a
ti
v
e
Ap
p
ro
a
c
h
in
M
o
ra
l
Ed
u
c
a
ti
o
n
,
”
M
a
l
a
y
sia
n
On
li
n
e
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
S
c
ien
c
e
s,
v
o
l.
2
,
n
o
.
4
,
p
p
.
1
-
1
2
,
2
0
1
4
.
[6
]
D.
H.
Do
a
n
,
“
M
o
ra
l
e
d
u
c
a
ti
o
n
o
r
p
o
l
it
ica
l
e
d
u
c
a
ti
o
n
in
th
e
Vie
t
n
a
m
e
se
e
d
u
c
a
ti
o
n
a
l
sy
ste
m
?
”
J
o
u
rn
a
l
o
f
M
o
ra
l
Ed
u
c
a
ti
o
n
,
v
o
l
.
3
4
,
n
o
.
4
,
p
p
.
4
5
1
-
4
6
3
,
2
0
0
5
.
[7
]
R.
Bu
rr
,
“
T
h
e
c
o
m
p
lex
it
y
o
f
m
o
ra
li
ty
:
Be
in
g
a
'
g
o
o
d
c
h
il
d
'
i
n
Vie
tn
a
m
?
”
J
o
u
rn
a
l
o
f
M
o
ra
l
E
d
u
c
a
ti
o
n
,
v
o
l
.
4
3
,
n
o
.
2
,
p
p
.
1
5
6
-
1
6
8
,
2
0
1
4
.
[8
]
L.
F
a
n
g
,
R.
C.
F
.
S
u
n
,
a
n
d
M
.
Yu
e
n
,
“
'
Be
u
se
f
u
l
to
so
c
iety
'
:
p
a
re
n
tal
a
c
a
d
e
m
ic
in
v
o
lv
e
m
e
n
t
i
n
ru
ra
l
to
u
rb
a
n
m
ig
ra
n
t
c
h
il
d
re
n
’s ed
u
c
a
ti
o
n
i
n
C
h
in
a
,
”
Asi
a
P
a
c
if
ic E
d
u
c
a
t
io
n
Rev
iew,
v
o
l
.
1
8
,
n
o
.
3
,
p
p
.
3
6
1
-
3
7
1
,
2
0
1
7
.
[9
]
J.
Kim
a
n
d
J.
Bry
a
n
,
“
A
F
irst
S
t
e
p
to
a
Co
n
c
e
p
tu
a
l
F
ra
m
e
wo
rk
o
f
P
a
re
n
t
Emp
o
we
rm
e
n
t:
E
x
p
lo
ri
n
g
Re
lati
o
n
s
h
ip
s
Be
twe
e
n
P
a
re
n
t
Em
p
o
we
rm
e
n
t
a
n
d
Ac
a
d
e
m
ic
P
e
rf
o
rm
a
n
c
e
in
a
Na
ti
o
n
a
l
S
a
m
p
le,”
J
o
u
r
n
a
l
o
f
Co
u
n
se
li
n
g
a
n
d
De
v
e
lo
p
me
n
t,
v
o
l.
9
5
,
n
o
.
2
,
p
p
.
1
6
8
-
1
7
9
,
2
0
1
7
.
[1
0
]
J.
Zi
o
m
ek
-
Da
ig
le,
“
S
c
h
o
o
ls,
F
a
m
il
ies
,
a
n
d
Co
m
m
u
n
it
ies
Affe
c
ti
n
g
th
e
Dro
p
o
u
t
Ra
te:
Im
p
li
c
a
ti
o
n
s
a
n
d
S
trate
g
ies
fo
r
F
a
m
il
y
Co
u
n
se
lo
rs,”
T
h
e
F
a
mily Jo
u
rn
a
l,
v
o
l.
1
8
,
n
o
.
4
,
p
p
.
3
7
7
-
3
8
5
,
2
0
1
0
.
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